Teaching science : journal of the Australian Science Teachers Association

Volume number

50

Issue number

2

Season

Winter

Start page

18

End page

23

Publisher

Australian Science Teachers Association

Place of publication

Deakin, A.C.T.

Publication date

2004

ISSN

1449-6313 1839-2946

Summary

This article we have addresses the issue of an integrated science education curriculum. Following Beane (1995), we suggest an approach that begins with an issue, topic or problem that has an independent existence in real life, and which can serve as a supra.disciplinary organizing principle in providing a framework ror developing a curriculum that presents science content in a contextual fashion alongside other disciplinary content, as dictated by the demands of doing justice to an investigation of the issue, topic or problem. The article illuminates the approach with reference to a case study of a whole-year environmental program. It engages some of the issues raised in recent literature on integrated science curricula, concluding that environmental education might well serve as a useful vehicle for an integrated science education.

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